Starting Fall 2009
OPUS is now the only place that the College wants GERs to be tagged.
Thus, the College has opted to remove GER tags such as WR and S from course numbers. (For example, SOC 457WR, will now appear as SOC 457. You must check OPUS to know whether it is a writing requirement.)
To determine if a course is writing requirement, you can use Class Search on OPUS. Look for the far right column, titled "Rq Desgntn," GER tags will be listed here (e.g., WRT, HSC, SNT, etc.).
Please note: WR is now being replaced by WRT. WRT must appear in the "Rq Desgntn" column on OPUS for a course to be a writing requirement.
SOC 101: Introduction to General Sociology
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Rubinson | MWF | 9:35-10:25 | WH 102 | 60--staggered enrollment |
Content: This course is designed to provide a general survey of the field of sociology; but more importantly to provide a way to think about and understand the social world and our place in it.
Texts: Joel Best, Threatened Children: Rhetoric and Concern about Child-Victims (latest edition); Randall Collins, Sociological Insight: An Introduction to Non-Obvious Sociology (latest edition), James Henslin, Down to Earth Sociology: Introductory Readings (latest edition), Jay MacLeod, Ain’t No Makin’ It: Aspirations and Attainment in a Low-Income Neighborhood (latest edition).
Assessment: Three exams and seven short written assignments.
SOC 101: Introduction to General Sociology
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Gordon | MWF | 2:00-2:50 | TARBTN 106 | 40--staggered enrollment |
Content: This course is designed to provide a general survey of the field of sociology; but more importantly to provide a way to think about and understand the social world and our place in it.
Texts: TBA
Assessment: Two exams and five written assignments.
SOC 103: Introduction–Human Socialization
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Hegtvedt | MWF | 9:35-10:25 | TARBTN 106 | 40--staggered enrollment |
Content: In this course, we will examine the process by which individuals acquire the values, beliefs, and behavioral patterns of the social groups to which they belong. In doing so, students grow familiar with a number of theoretical perspectives as well as the methods by which theoretical ideas are tested. The course begins by focusing on biological and interpersonal processes that affect the developing child. The level of analysis then expands to include institutional (e.g., family, school, the media), social structure (e.g., social class, level of economic development), and cultural (e.g., ethnicity, religion) factors that impinge upon individuals as they mature. Thus the course provides an understanding of how an individual fits into the world as both a product of society as well as a producer of it. Such an understanding should allow students to think analytically about their own backgrounds and futures, as well as those of others with whom they come in contact.
Texts: Shaffer, David R. Social and Personality Development (6th ed), 2009; readings on eReserves.
Assessment: Three exams and one short paper.
SOC 105: Introduction—Population & Human Ecology
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Yount | TTh | 1:00-2:15 | TARTBN 106 | 40--staggered enrollment |
Content: This course is designed to introduce the student to sociological principles through emphasis on population issues and the processes that influence population change. The course will deal specifically with human mortality, survival, life expectancy and their determinants; human fertility; the causes of fertility change; birth control; attempts to increase or decrease population by governments; the policy and resource implications of very low fertility; the relationship between population growth and economic development; the relationship between population growth and the environment; the consequences of high population densities; the causes and consequences of various types of migration flows; and critical population issues facing the next generation.
Texts: TBA
Assessment: TBA
SOC 190: What Makes America Special
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Lechner | MWF | 9:35-10:25 | CAND LIB 122 | 15 |
Content: The world watches the World Cup but the Super Bowl is America’s premier sports event. While few Europeans regularly go to church, most Americans have kept their faith. When the International Criminal Court opened in The Hague, the U.S. declined to join. Even as new competitors appear on the global scene, the U.S. remains the key economy and the dominant military power. In its domestic institutions and global role, America stands out. But what makes America distinctive? How can we explain the American “exception”? And will it be preserved in a time of turmoil? After examining what foreigners and Americans have said about America's peculiar nature, the seminar answers the questions with examples covering a range of institutions, from the economy and law to religion, media, and sports.
Texts: TBA
Assessment: TBA
SOC 190: Making Sense of Globalization
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Boli | TTh | 1:00-2:15 | CALL CNTR N109 | 15 |
Content: Global culture - Big Macs in Hong Kong, the Universal Declaration of Human Rights, India’s Bollywood films popping up in theaters on all five continents. Global organizations - Amnesty International, CARE, the United Nations, the World Trade Organization, Doctors Without Borders. Global economy - Mardi Gras beads made in China, Japanese investment in Vietnam, fair-trade coffee displayed on the counter at Starbuck’s. These and other aspects of globalization are the focus; making sense of global change, and understanding global processes in everyday life, is the goal. Important topics include connections between the global and the local; the experience of globalization in everyday life; globalization’s homogenizing and diversifying effects; global civil society and social movements; and global problems, such as inequality, environmental degradation, and ethno-nationalist conflict.
Texts: Readings include books and articles on global culture, economics, politics, organizations, and problems.
Assessment: One or two exams, short-essay exercises, and a term project studying a global process or organization. Students will also be required to gather everyday evidence of global processes throughout the term.
SOC 213: Sociology of Family
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Farrow | MWF | 12:50-1:40 | TARBTN 218 | 25 |
Content: This course examines the role of marriages and families as basic social institutions. First, using sociological concepts, theories, and research, we will explore the nature and functions of these institutions as social constructions. Second, we will use sociological knowledge to deconstruct myths about gender roles, the history of the family and contemporary family relations. Third, we will examine the relations between families and other social institutions, such as the state and the workplace. Finally, we will explore a variety of topics, including family diversity (across cultures, class, race, sexual orientation, etc.), gender role socialization, mate selection, sexual intimacy and love, family violence, marital discord, and contemporary transitions in family structures and relations. My goal is to confront students with thought provoking ideas and research findings about marriage/coupling and families. As a result, you can expect lively discussions and interesting lectures. By the end of the semester, students must show evidence of having mastered a sociological perspective. This achievement will provide students with the critical-thinking and analytical skills they will need to understand and further explore marriage and family-related issues.
Texts:
- Coontz, Stephanie. 1999. American Families. New York: Routledge. (AF)
- Hutter, Mark. 2004. 4th ed. The Family Experience: A Reader in Cultural Diversity. Boston: Allyn and Bacon.
- Benokraitis, Nijole. 2005. 5th ed. Marriages and Families: Changes, Choices, and Constraints. Upper Saddle River, NJ: Prentice Hall.
Assessment: Students must complete take-home assignments, quizzes, a mid-term exam, a final exam, and a group project. (The final exam will not be comprehensive.)
Pre-Requisite: An introductory course is recommended before this course is taken.
SOC 214: Class, Status, & Power
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Welcher | MWF | 11:45-12:35 | TARBTN 218 | 40 |
Content: The title Class, Status, and Power comes from the notion that societies are stratified into groups according to economic, honorific, and political assets. With an emphasis on the United States, this course explores sociological explanations of how and why these and other patterns of social inequality occur, and some of the consequences that result from them. You will read, discuss, and write about a variety of topics, including but not limited to: Wealth and income inequality, elites and power, privilege and oppression, poverty, the intersection of class, race/ethnicity, and gender, and educational inequality. The course material will encourage you to think critically as you continuously try to make sense of -- and ameliorate, should you want to -- various inequalities in the world around you.
Texts: TBA
Assessment: TBA
SOC 221: Culture & Society
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Scott | TTh | 11:30-12:45 | TARBTN 218 | 30 |
Content: This course surveys major themes and questions in the sociology of culture in three broad sections:
- We begin by developing a vocabulary that is drawn from a variety of approaches. We will begin to ask questions such as: What is culture? How does it work?
- We then examine the classical treatments of culture by Marx, Weber, and Durkheim as well as contemporary applications of classical theories in such areas as religion and childrearing.
- The final section of the course will consist of a close look at two substantive areas within the sociology of culture: work and technology.
Texts: Wendy Griswold. 2008. Cultures and Societies in a Changing World, 3rd Ed. Thousand Oaks, CA: Pine Forge Press. Various journal articles will also be assigned.
Assessment: Three in-class exams; one research paper.
SOC 221: Culture & Society
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Scott | TTh | 2:30-3:45 | TARBTN 106 | 30 |
Content: This course surveys major themes and questions in the sociology of culture in three broad sections:
- We begin by developing a vocabulary that is drawn from a variety of approaches. We will begin to ask questions such as: What is culture? How does it work?
- We then examine the classical treatments of culture by Marx, Weber, and Durkheim as well as contemporary applications of classical theories in such areas as religion and childrearing.
- The final section of the course will consist of a close look at two substantive areas within the sociology of culture: work and technology.
Texts: Wendy Griswold. 2008. Cultures and Societies in a Changing World, 3rd Ed. Thousand Oaks, CA: Pine Forge Press. Various journal articles will also be assigned.
SOC 245: Individual & Society
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Johnson | TTh | 10:00-11:15 | TARBTN 218 | 40 |
Content: This course focuses on how social factors influence individuals' beliefs, perceptions, and behaviors. We will examine how attitudes develop and change; how people perceive others and their environment, and what brings people together. In addition, we will dissect group processes involving conformity, conflict, power, status, and influence and examine how inequality persists through social interaction.
Texts: The Social Animal (Tenth Edition), 2008, by Elliot Aronson, and a set of required readings on reserve.
Assessment: 3 exams and a short research paper.
SOC 247: Racial & Ethnic Relations (Same as AAS 247)
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Lewis | TTh | 2:30-3:45 | CALL CNTR C101 | SOC=20 AAS=20 Total=40 |
Content: In this course we will examine sociological theory on race as well as the history of race relations in the United States. We will begin by examining competing definitions of race and racism. Next we will turn to an exploration of the social histories of racial groups in the United States (African-Americans, Native Americans, Asian Americans, Latinos, and Whites). Finally, we will use these theoretical and historical lenses to examine contemporary race relations focusing on several important issues. All course participants are expected to complete required readings, attend class regularly, participate in discussions and carry out assigned work.
Texts: Readings include electronically available articles and selected books.
Assessment: Course evaluations will be based on several take home essay exams, quizzes and short papers (Exams & Quizzes – 75%; Papers – 25%).
Pre-Requisite: An introductory course is recommended before this course is taken.
SOC 247: Racial & Ethnic Relations (Same as AAS 247)
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Cherribi | TTh | 8:30-9:45 | CALL CNTR C101 | SOC=20 AAS=20 Total=40 |
Content: Will the election of an African-American to the White House dramatically change race relations in the United States and abroad? As Europe grapples with its ongoing racial strife, how will President Obama affect policies and attitudes in the European Union? This course focuses on historical and contemporary examples of race and ethnic relations and ethnic conflict. We discuss the changing ethnic and racial makeup of the US, in the context of theoretical debates in the literature and attention to comparative and historical analyses, and social structure. We also consider examples of ethnic relations and ethnic conflict abroad, focusing on country case studies.
Texts: Electronically available articles and selected books.
Assessment: Attend class and engage in class discussions (10%), Mid term exam (30%), final exam (30%), 8-10 page research paper (30%).
Pre-Requisite: An introductory course is recommended before this course is taken.
SOC 266: Global Change
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Lechner | MWF | 10:40-11:30 | CALL CNTR C101 | 40 |
Content: We experience globalization when we watch a reality show invented in Europe or enjoy the play of foreign stars in the NBA, when we cultivate a taste for sushi or join an NGO that wants to save the rain forest. Globalization connects more and more people in many different ways across larger distances. By describing how local lives and global trends intertwine, this course examines the pervasive, significant, and contentious effects of globalization. It shows that global change makes the world smaller and more similar, but also creates new conflicts and differences. The course covers global aspects of topics ranging from sports and religion to business and law.
Texts: Frank Lechner, Globalization: The Making of World Society.
Assessment: 2 exams, paper/project.
SOC 325: Sociology of Film
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Hicks | TTh | 10:00-11:15 | ANTHRO BLDG 105 | 40 |
Content: This course will introduce students to social aspects, causes and consequences of the production, distribution, content, form and reception of film. The course will be carried out as a combination of lecture, course and seminar, enlivened by frequent film clips. Participants will be encouraged to view about one complete film per week in a special session (and required to see about half of these films).
Texts: TENTATIVE: W. Wright, Sixguns and Society; R.E. Kapsis, Hitchcock: The Making of a Reputation; and readings from Woodruff and/or Learnlink electronic reserve.
Assessment: Evaluation will be based on (a) a class presentation or a short paper (worth 20% toward class grade), (b) a midterm exam (25%), (c) a final exam (25%) and (d) a research paper (30%).
Pre-Requisite: An introductory course is recommended before this course is taken.
SOC 333: Sociology of Religion
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Tipton | TTh | 1:00-2:15 | TBA | 10 |
Content: What do religious phenomena mean to their participants, seen as members of society? We will explore answers to this question through readings, lectures, discussion, films, and firsthand research. We will look at classical theories (e.g. Durkheim, Weber, Marx, Freud) and contemporary research, first, to probe the roots of religious experience and map the social functions of ritual and myth; to consider religion as the symbolic synthesis of world view and ethic; and test it as a prism of historical conflict and change. Second, we will examine religious evolution in the light of social modernization in the West, focusing on the rise of Protestantism and the spirit of capitalism. We will then turn to explore different types of religious organization, roles, and authority along with their social identity in terms of class, race, gender and ethnicity with particular attention to women in ministry, African-American churches and Latino religiosity. Third, we will look into the American scene today, Jewish and Christian: denominations, sects, and new movements; spiritual transformation and the dynamics of congregational change; religious intermarriage and denominational switching; secularization and revival; church growth, decline and liberal-evangelical polarization; religious lobbying, advocacy, and activism; religion in politics and international conflict, globalization and liberation.
Texts: Max Weber, The Protestant Ethic and the Spirit of Capitalism; Robert Bellah, Beyond Belief; Bellah et al, Habits of the Heart; E-reserve readings range from W.E.B. Du Bois to Barak Obama on race and religion, and from Sigmund Freud to Mary Douglas on ritual at the root of social action and symbolic expression.
Assessment: Grading: two 10-page papers=50%; final exam=33%; active participation in class discussion=17% of course grade0
Pre-Requisite: An introductory course is recommended before this course is taken.
SOC 348: Aging in Society
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Keyes | TTh | 4:00-5:15 | TARBTN 106 | 40 |
Content: We are "beings unto death," said the existential philosopher Martin Heidegger. Aging is a process initiated as a fetus in the womb and ends in the death. The typical college students reading this course description have already used one-third to one-quarter of their life. Although programmed at the genetic and cellular levels, aging occurs with remarkable variability. Aging is influenced greatly by historical (when it occurs) and social (where it occurs) context, influencing everything from the meaning of growing old to the rate of development and senescence. This course introduces students to the nature and study of human aging. We will entertain an array of questions ranging from why we age, how we age, what ages (e.g., mental capacity, memory, relationships, emotions, cells, etc.), how society shapes the aging process, and how societies worldwide are being shaped by the aging of their populations.
Texts: TBA
Assessment: Final grade is based on a combination of exams, reaction/reflection papers, attendance, participation, and an extra credit option.
Pre-Requisite: An introductory course is recommended before this course is taken.
SOC 355: Social Research I
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Mullis | TTh | 11:30-12:45 | TARBTN 120A | 20 |
Content: This course is a practical introduction to research methods commonly used by social scientists, including experiments, surveys, focus groups, participant observation, content analysis, and analysis of comparative-historical data. The course has three main objectives. First, you will learn how to translate theoretical issues into researchable sociological questions. Second, you will learn how to choose an appropriate research design and recognize its strengths and limitations. Third, you will gain actual experience in the collection and analysis of data. The overall goal is to provide you with the critical skills necessary for being a savvy consumer and producer of social research data.
Texts: Making Sense of the Social World: Methods of Investigation (3rd edition, 2009) by Daniel Chambliss and Russell Shutt.
Assessment: Two exams and a series of cumulative writing assignments.
Pre-Requisite: One Sociology course or consent of instructor.
SOC 355: Social Research I
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Mullis | TTh | 2:30-3:45 | TARBTN 120A | 20 |
Content: This course is a practical introduction to research methods commonly used by social scientists, including experiments, surveys, focus groups, participant observation, content analysis, and analysis of comparative-historical data. The course has three main objectives. First, you will learn how to translate theoretical issues into researchable sociological questions. Second, you will learn how to choose an appropriate research design and recognize its strengths and limitations. Third, you will gain actual experience in the collection and analysis of data. The overall goal is to provide you with the critical skills necessary for being a savvy consumer and producer of social research data.
Texts: Making Sense of the Social World: Methods of Investigation (3rd edition, 2009) by Daniel Chambliss and Russell Shutt.
Assessment: Two exams and a series of cumulative writing assignments.
Pre-Requisite: One Sociology course or consent of instructor.
SOC 370A: Community Building & Social Change (Same as POLS 370A/CBSC 370A)
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Owens | TTh | 2:30-3:45 | MSC N304 | 10 |
Content: This is a course about community building and social change in urban America. Community Building refers to "locally focused approaches to collective problem-solving that aim to solve problems and to promote socially valuable forms of connectedness, sustained stakeholder engagement, a sense of common purpose, and greater institutional capacity." Social Change refers to the positive externalities (i.e., good consequences) of community building that broaden the access of disadvantaged communities to social, economic, and political opportunities. The course addresses a number of tensions and issues that affect community building, and the processes through which community builders attempt to foster social change in and around cities in the United States. It approaches the tensions and issues through a mix of theoretically-informed lectures, individual and group exercises, and the examination of a variety of case studies of contemporary community building initiatives through texts, film, and on occasion audio. The course is lecture-based but includes a small set of opportunities for student dialogue in and beyond the classroom. Furthermore, students should not expect that a course on “community building and social change” either lacks theoretical rigor or is a course full of opinion-based discussion and field trips to “the community.”
The course has five goals:
- Introduce students to the theoretical consideration of and applied principles that support community building as an approach to addressing collective problems in metropolitan America, inclusive of cities and suburbs;
- Provide students with a set of theoretical and analytic perspectives for examining urban issues and fostering social change;
- Assist students in identifying the interconnections among demography, culture, economy, and polity, and the global, national, state, regional, and neighborhood forces affecting metropolitan communities;
- Lay a foundation for students to eventually engage in analysis, reflection, and application of the key determinants of successful community building initiatives and to understand the core competencies needed for successful community builders;
- Prepare interested students to apply for participation in Emory University's Community Building and Social Change Fellowship.
In the end, the hope is that this course will give students a solid understanding of the challenges, dynamics, and promise of metropolitan communities (i.e., urban and suburban), along with an appreciation for the complexity and opportunities of fostering social change. Together, these elements should ensure that students have a breadth of knowledge about community building that will permit them to confidently explore and deeply engage more complex issues at and beyond Emory University. In the end, the hope is that this course will give students a basic understanding of the challenges, dynamics, and promise of metropolitan communities (i.e., urban and suburban), along with an appreciation for the complexity and opportunities of fostering social change. Together, these elements should ensure that students have a breadth of knowledge about community building that will permit them to confidently explore and deeply engage more complex issues at and beyond Emory University.
Texts: There is one text for the course, Peter Medoff and Holly Sklar, Streets of Hope: The Fall and Rise of an Urban Neighborhood (South End Press, 1994). Additionally, the course may require the purchase of reader (i.e., collection of excerpted works from a range of sources).
Assessment: Students will be evaluated through a final examination (20%), two group-based assignments (20% each), an individual paper (20%), and class participation (20%).
Pre-Requisite: Open only to undergraduate students by written permission of the instructor. Additionally, this course is required for all students seeking to apply for the fellowship in Community Building and Social Change.
SOC 389: Miscarriages of Justice
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Griffiths | TTh | 4:00-5:15 | EMERSON E103 | 15 |
Content: The principle "better ten guilty go free than even one innocent be wrongly convicted" is repeatedly invoked by the U.S. Supreme Court as the philosophical foundation of proof beyond a reasonable doubt. Yet history shows errors of justice that have resulted in punishment of the innocent. This course examines miscarriages of criminal justice, broadly defined. Throughout the semester, we examine polices and practices of the American criminal justice system that have had the unintended consequences of wrongful apprehension, prosecution, conviction, incarceration and even execution of the innocent. Moreover, we explore the collateral consequences of punishing "false positives," including implications for undermining the legitimacy of the criminal justice system and allowing impunity for culpable offenders who remain at-large.
Texts:
- Forst, Brian (2004). Errors of Justice: Nature, Sources, and Remedies. New York, NY: Cambridge University Press.
- Johnson, Calvin C., Jr. and Greg Hampikian (2003). Exit to Freedom: The Only Firsthand Account of a Wrongful Conviction Overturned by DNA Evidence. Athens, GA: The University of Georgia Press.
- Vollen, Lola and Dave Eggers (Eds.) (2005). Surviving Justice: America's Wrongly Convicted and Exonerated. San Francisco, CA: McSweeney's Books.
- Westervelt, Saundra D. and John A. Humphrey (Eds.) (2001). Wrongly Convicted: Perspectives on Failed Justice. New Brunswick, NJ: Rutgers University Press.
Assessment: (Tentative) several short written assignments, term paper, group project, in-class presentation, active participation in seminar discussion.
Pre-Requisite: An introductory course is recommended before this course is taken.
SOC 389: Sociology of Happiness
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Keyes | Th | 6:00-8:30 | TARBTN 206 | 15 |
Content: This course emphasizes the new science of happiness, integrating findings from positive psychology, psychiatry, behavioral genetics, neuroscience, economics, and sociology.
In addition to science, happiness is a topic that is common to the core of politics and policy, education, law, religion, and philosophy. As such, happiness is a topic that has the potential to integrate and unite human beings through the shared pursuit of enlightenment. Most famously formulated in the American Declaration of Independence as unalienable right, “the pursuit of happiness” theme is an ancient and enduring ideal grounded in various Eastern, Hebrew, Greco-Roman, and Christian sources. This course will seek to introduce students to the new science of happiness through the engagement and connection of it to these ancient and enduring ideals embodied in the institutions of politics, policy, education, law, and religion.
Texts: Various journal articles and selected readings.
Assessment: Weekly (or every other week) short quizzes, exercises/essays, and short projects.
Pre-Requisite: An introductory course is recommended before this course is taken.
SOC 389: Economic Development in Africa (Same as AFS 389)
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Cherribi | Tu | 4:30-6:30 | TARBTN 321 | SOC=20 AFS=20 Total=40 |
Content: "The greatest challenge that we face in this modern world, particularly young people like you, is what we do about the situation in the poor parts of the world", said President Carter in our 2004 course that focused on Mali.
Today, particularly in the present worldwide economic crunch, it is more difficult than ever to attract foreign aid or non-governmental assistance to these “poor parts of the world.”
Very often the situation facing low income countries (LICs) is difficult to grasp because is it complex and multifaceted. This course will investigate and scrutinize development theories, policies and practices in LICs, and work on concrete situations to enlist new paths for economic development. One of the objectives of the course is to question and understand cultural, political and social behaviors that impact economic behavior. How can insights from the social sciences and humanities help us to understand economic behavior and development? We will see how new perspectives on economic development may enhance practice, policy and theory. We will study how different forms of capital -- social, economic, cultural, symbolic, etc. -- may mobilize or demobilize the human or financial capital necessary for laying the foundations for sustainable development. Key practitioners in the field of development and finance will be invited to speak to the course, alongside a series of extracurricular master classes that will be held on topics such as financial stability and development standards. The countries on which the course will concentrate include Rwanda, Burundi, Tanzania, Ethiopia, Mali, Senegal, Liberia, South Africa and the Maghreb.
The course is open to all Emory College students interested in economic development in LICs. Students from other schools in Emory University require permission of the instructor. The goals of the course:
- to research and develop a general framework which will improve low income countries' prospects for development and their ability to attract and stimulate responsible domestic and foreign investment and
- to further identify, define, and implement specific projects that will contribute to their development.
Texts: Electronically available articles and selected books.
Assessment: Attend class and engage in class discussions and weekly assignments (10%), team project (30%), final exam (30%), 15 20 page research paper (30%).
Pre-Requisite: An introductory course is recommended before this course is taken.
SOC 389: Theorizing Racial Inequality
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Forman | W | 5:30-8:00 pm | CALL CNTR S102 | 15 |
Content: This advanced seminar examines theoretical and empirical debates in the sociological literature on racial inequality in the United States.
Specifically, we will explore the ways in which social scientists theorize processes of racial group formation and racial inequality.
Texts: A variety of journal articles and selected readings.
Assessment: Final grade is based on a combination of short quizzes, exams, short essays, exercises, attendance, and participation.
Pre-Requisite: one prior sociology course or permission of the instructor.
SOC 457: Development of Social Theory
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Steidl | MWF | 10:40-11:30 | TARBTN 321 | 40 |
Content: This course will systematically review some of the classical sociological theorists that have contributed to current sociological thought. We will closely read, discuss, and analyze original works by six authors (Smith, Marx, Durkheim, Weber, DuBois, and Goffman) and will focus on the socio-historical context within which the texts were written as well as their relevance for understanding contemporary society and social issues. Major themes include the rise of modern society, dimensions of stratification, social solidarity and identity, and the social nature of the individual and the self.
Texts: Heilbroner, Robert L. The Essential Adam Smith; Tucker, Robert (Ed.) The Marx-Engels Reader; Levering-Lewis, David (Ed.) W.E.B. DuBois: A Reader; Bellah, Robert (Ed.) Emile Durkheim on Morality and Society.
Assessment: Extensive reading, several analytical writing assignments, 1 group presentation, 2 exams, and participation in classroom discussions.
Pre-Requisite: One Sociology course or consent of instructor.
SOC 494R: Internship
| Instructor | Day(s) | Time(s) | Location | Max Enroll |
| Griffiths | TBA | TBA | TBA | 10 |
Content: The internship involves supervised work in a social service agency or other organization. Students work from 10 hours (4 credits) to 30 hours (12 credits) a week at the internship site. Students are encouraged to secure internships in agencies or organizations that match their research and/or career interests. Past internships include counseling in a program for adult offenders on probation, work in a family planning agency, work at the Centers for Disease Control, work at Cable News Network, etc. Students may enroll in Soc 494RWR during multiple semesters - to a maximum of 12 credit hours over the undergraduate degree.
Assessment:
- A 10-page paper describing the social service agency or organization and the student's work in it.
- A research paper from 15-20 (4 credit hours) to 35-40 (12 credit hours) pages long.
- Attendance at two seminar meetings.
- Monthly individual meetings with the faculty supervisor.
- Limited to declared Sociology majors only.
- Written permission required from Instructor prior to registering.